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CAREERS AND RECRUITMENT
A recent report published by the US an experimental counterpart. Particularly in students’ usage of accurate explanations after
National Research Council regarding the use within biotech, new techniques and methods using a bioinformatics simulation15, and oth-
of computer games and simulations in edu- are constantly enhancing and replacing exist- ers reported a significant increase in test scores
cation analyzed all available studies and con- ing research practices, and these developments using a simulation based on cell theory14.
soon become essential knowledge for biotech Similarly, a learning effect was demonstrated
professionals. Nevertheless, the latest equip- using the simulation MyDNA, a program that
Mads T. Bonde & Morten O.A. Sommer
ment and consumables are often prohibitively involves a two-dimensional representation
are at the Novo Nordisk Foundation Center
for Biosustainability, Technical University of expensive, making it almost impossible for of gel electrophoresis wherein students can
Denmark, and the Department of Systems universities and schools to provide students alter voltage and gel concentrations and then
Biology, Technical University of Denmark; with access to updated equipment such as next- observe the differential speed of DNA frag-
Mette V. Larsen & Hanne Jarmer are at the generation DNA sequencing machines. ments16.
Center for Biological Sequence Analysis, In response to this need, several simulations Educational games are increasingly being
Department of Systems Biology, Technical have been developed for science education, used for learning biotech. Sadler et al.17
University of Denmark; Guido Makransky is most of which focus on symbolic represen- reported the implementation of a three-
at the Department of Psychology, University tations of experiments wherein students dimensional (3D) biotech educational game
of Southern Denmark; Jakob Wandall is at can alter parameters and simulate different (Mission Biotech), wherein gaming features
NordicMetrics, Denmark; and Mikkel Morsing
outcomes. De Jong et al.10 recently reviewed were highlighted. A high learning outcome,
is at the Department of Biology, University
of Copenhagen, Denmark. Hanne Jarmer studies comparing physical and simulated particularly with lower-level students, was
and Morten O.A. Sommer have shared laboratory education and concluded that both observed. Research regarding the effective-
senior authorship. physical and virtual laboratories “can achieve ness of games for science education is only
e-mail: mab@bio.dtu.dk, hanne@cbs.dtu.dk, or similar objectives such as exploring the nature beginning to emerge2, and to our knowledge
msom@bio.dtu.dk of science, developing teamwork abilities, no prior research studies performed to assess
the effectiveness of gamified simulations for studies have demonstrated increased learning in an online AP Biology class at the Stanford
enhancing biotech education have included a effectiveness among students who use highly University Online High School (Stanford, CA,
scientific design with control groups. realistic animations and because their use is USA). We immediately followed the comple-
We hypothesized that combining gamifica- supported by cognitive theories of multime- tion of the labs by an online questionnaire on
tion elements with simulations may provide an dia learning and picture comprehension18–20. motivation and interest. Forty out of 41 stu-
opportunity for even greater gains in learning Simulations were designed for an inquiry- dents found the laboratory simulation “inter-
effectiveness and motivation of biotech stu- based approach in which students must deduce esting and relevant subject matter” and 23 out
dents. We developed and tested an advanced and apply necessary actions by acquiring of 41 found it “more motivating than classroom
laboratory simulation platform based on math- knowledge from integrated text and figures. or home wet labs.”
ematical algorithms supporting open-ended Inquiry-based methods have been found dif- We conducted a larger study of the more
investigations and combined this with gamifi- ficult to successfully implement in classical advanced crime-scene lab with 149 students
cation elements such as an immersive 3D uni- teaching with a single teacher and numerous from two biology classes at Archbishop
verse, storytelling, conversations with fictional students21–23. However, computer-based labo- Williams High School (Braintree, MA, USA)
characters and a scoring system. We then set ratory simulations may offer a framework for and in an introductory college-level life science
out to assess the effect on learning effectiveness an effective and feasible solution. course at the Technical University of Denmark
and motivation to investigate whether gami- A combination of learning and assessment (DTU). A high level of motivation was mea-
fied laboratory simulations may be an afford- methods, as described in recent research24, sured, as 97% of 149 students found it interest-
able opportunity for providing state-of-the-art was integrated into the simulation through ing to use the simulation; 86% indicated that
training in biotech. built-in, multiple-choice test items triggered the laboratory simulation was more interest-
by specific actions. In the simulation, students ing compared with ordinary exercises; and 97%
Development of a gamified biotech were asked to select a response until the cor- felt that the course content was more interest-
© 201 Nature America, Inc. All rights reserved.
laboratory simulation rect answer was identified, and they were sub- ing when working with gamified simulations
Ten gamified laboratory simulations have sequently presented with an explanation of why (Fig. 2). Furthermore, 89% of users indicated
been developed, two of which were tested: a the answer was correct. Immediate feedback that they learned something by using the gami-
crime-scene lab and a genetic engineering lab inspires students to reflect on their choices fied simulation, which indicates a high level of
(http://www.labster.com/biolabs/) (Fig. 1). In of specific laboratory procedures, thereby perceived learning and self-efficacy. Further
the crime-scene case, students start by explor- improving their understanding of the under- studies in which students experience repeated
ing a crime scene that reveals an engaging story lying theory. Furthermore, to increase students’ use of simulations are needed to investigate
and then proceed to analyze blood samples understanding of molecular details invisible to how motivation and interest are affected when
from the scene using PCR and gel electro- the human eye, 3D animations were integrated students become accustomed to using simula-
phoresis. Through scientific inquiry, students to demonstrate what happens at the molecu- tions in learning.
ultimately provide conclusive evidence to con- lar level as a direct consequence of laboratory We also conducted a study on 57 students
vict the perpetrator. Interactive 3D animations actions performed by students. from four Danish high schools. Forty-four
of microscopic events pause while students percent of the students agreed or completely
answer questions and identify elements and Motivation and self-efficacy agreed with the statement, “I consider
processes in animations. If a student convicts Recent studies indicate noncognitive skills pursuing an education within biotechnol-
an innocent suspect, he or she experiences con- such as motivation and conscientiousness as ogy or other biological subject to a greater
sequences of not adhering to scientific meth- crucial factors in the efficient development of extent, after having used the gamified labora-
ods through a critical virtual newspaper article cognitive skills in science learning25–27. Many tory simulator.” This indicates that gamified
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received during the gamified simulation. In the students have a general perception of science laboratory simulations may provide a pow-
genetic engineering case, students embark on as being boring and disconnected from the real erful case for initiatives to increase students’
a mission to produce medicine and test it on a world. For instance, approximately 50% of the engagement and motivation for further studies
virtual mouse through molecular cloning, fer- students surveyed in physics classes found the and careers within biotech. Large-scale longi-
mentation and animal experiments. subject “boring” or “very boring”28. We wanted tudinal studies measuring the actual study and
In developing these simulations, one of our to investigate whether gamified laboratory career choices of students exposed to gamified
key priorities was providing a realistic and simulations could stimulate a higher degree of laboratory simulations compared with a con-
immersive laboratory environment and 3D motivation for studying biotech. We set up a trol group would be valuable to guide future
animations. We chose these because previous program to assess the genetic engineering lab decisions.
Figure 1 Screenshots from the gamified laboratory simulation tested in this study (Labster, http://www.labster.com/biolabs/) (left, center). Students
used the simulations from regular computers at home (in the case of testing at Stanford University Online High School) or in class (right).
It is a good idea to use Labster before skills. By comparing test results of the pre-test,
using a real laboratory mid-test, post-test and retention tests for each
student on the 38 items, learning outcomes of
I would like Labster to be used more in each session could be assessed.
teaching Students’ scores improved by 1.48 standard
deviation (s.d.) units from a mean Z score of
Labster can be a good supplement to <1.37 to 0.11 after the laboratory simulation
regular teaching but only by 0.84 s.d. units from <1.20 to <0.36
after traditional teaching at the mid-test sam-
I learned something by using Labster pling point (Fig. 3). The results demonstrate
that using the laboratory simulation led to
significantly improved learning outcomes
Labster is more motivating than ordinary
exercises (76% higher score) compared with traditional
teaching (t (89) = <4.37, P < 0.0005). Effects
It makes course content more interesting of combining the simulation with traditional
to work with practical examples teaching were assessed with the post-test,
and the measured learning outcomes were
The experience with Labster inspired me to greater than any one of the methods alone
work with laboratory analyses (t (90) = <7.49, P < 0.0005; see Fig. 3b).
Students who used the simulation first had
It was interesting to use Labster a 4.2% greater gain in measured learning out-
© 201 Nature America, Inc. All rights reserved.
were then divided into two groups (alphabeti- probabilistic terms, the relationship between practicing new skills only once can lead to
cally by first name). In the first lesson, Group an individual’s response to a test item and his or rapid deterioration of acquired competencies11.
A received a traditional lecture including a her standing on the construct being measured To test the durability, we administered a follow-
group excercise, and Group B performed the by the test31,32. Of 40 items used on the test, 38 up test 40 days after the sessions, and learning
crime-scene simulation. Following the first les- items fitted the 2PL model, indicating that the was found to be well retained; no significant
son, all students were administered a mid-test test was suitable for measurement of student difference was observed between scores on the
a b
0.50 **
1.8
0 *
1.5
Z score
–0.50 1.2
Δ Z score
–1.00 0.9
–1.50 0.6
Pre-test Mid-test Post-test Retention
0.3
Gr. A Labster Lecture 40 days
Gr. B Lecture Labster 40 days 0.0
Lecture Labster Lecture & Labster
Figure 3 Measurement of learning outcomes from 91 students. (a) Test outcome of groups A and B receiving the laboratory simulation (Labster) and
lecture including group exercise (Lecture) in the opposite order. (b) Increase in learning outcomes observed after students attended a session with a
lecture including group exercise (Lecture), laboratory simulation (Labster) and both methods combined. *Students t-test, t (89) = <4.37, P < 0.0005;
**t (90) = <7.49, P < 0.0005.
post-test and the follow-up test (t (87) = 0.641, ACKNOWLEDGMENTS 9. The US Department of Education’s National Education
P = 0.523). We would like to acknowledge H.J. Genee, Technology Plan. Transforming American Education:
P. Rugbjerg, J. Serritslev, A. Laustsen, D. Møller, Learning Powered by Technology (2010).
L. Holst, S. Heilmann, O. Filtenborg, E.B. Hansen, 10. De Jong, T., Linn, M.C. & Zacharia, Z.C. Science 340,
Gamified laboratory simulations as an S. Molin, O.D. Madsen, B. Nauntofte, R. Frandsen, 305–308 (2013).
11. Zacharia, Z.C., Olympiou, G. & Papaevripidou, M.
integral part of future biotech education? O. Thastrup, H.H.Wang, P. Falholt, J. Vind, J. Res. Sci. Teach. 45, 1021–1035 (2008).
This study indicates that a gamified labora- J.T. Andersen, T. Damhus, B.T. Simonsen, 12. Mislevy, R.J. Evidence-centered design for simulation-
tory simulation can significantly increase C.B. Jorgensen, C.V.S. Bruun, K. Spohr, P. Gibson, based assessment. CRESST Report 800 (National
J. Keasling, G.M. Church, J. Nielsen and B. Palsson Center For Research on Evaluation, Standards, and
both learning outcomes and motivation levels for fruitful discussions, support and advice. We Student Testing, Los Angeles, 2011).
when compared with, and particularly when would also like to thank the Labster team for co- 13. Rutten, N., van Joolingen, W.R. & van der Veen, J.T.
combined with, traditional teaching. Further development of the gamified laboratory simulations, Comput. Educ. 58, 136–153 (2012).
14. Kiboss, J.K., Ndirangu, M. & Wekesa, E.W. J. Sci. Educ.
research is urgently needed to investigate H. Bonde, G. Nixon and E. Earls for critical reading
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of the manuscript, as well as K. Failor and M. Huang
whether our results can be extrapolated to a 15. Gelbart, H. & Yarden, A. J. Biol. Educ. 40, 107–112
for collaboration regarding the tests at Stanford (2006).
general tendency of the effectiveness of gami- University OHS and Archbishop Williams High 16. Toth, E.E., Morrow, B.L. & Ludvico, L.R. Innovative
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provide an important opportunity to address 18. Höffler, T.N. & Leutner, D. Learn. Instr. 17, 722–738
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some of the current challenges that science Foundation and the Danish Market Development (2007).
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Currently, simulations and games are used Ministry of Science, the Danish Market Development Multimedia Learning (ed. R.E. Mayer) (Cambridge
Fund, The Lundbeck Foundation, The Danish Film University Press, 2005).
only sporadically in biotech education, per-
© 201 Nature America, Inc. All rights reserved.
Institute, Novo Nordisk A/S and Novozymes A/S. 21. Gormally, C., Brickman, P., Hallar, B. & Armstrong, N.
haps because educational institutions still are J. Coll. Sci. Teach. 40, 45–52 (2011).
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